Transformations

Clients & Case Studies

“Over the past 2 years Kyle has demonstrated strong leadership and planning capabilities, and a fervent dedication to helping our school launch a programme of unrivaled quality.”

Karin Anne (Founder)

“My teacher teams loved the PBL Rubric you helped co-develop. We can now focus on individual aspects for planning and reflecting. What a great resource!” 

Angie Nastovska, Innovations Coordinator

“Kyle’s training with our 5th grade team inspired four of them to launch projects this year that have been huge successes.”

Workshop Participant
“I never fully understood projects, or how to create one myself until this training.”

Workshop Participant

Kyle was an outstanding partner to work with on the development of our food literacy curriculum for schools. Kyle immediately understood our vision for the project, took the challenge head on and delivered a great output that we can now use to engage all kinds of kids and schools. His passion for combining project-based learning and sustainability education were spot on. Kyle approached the work with a great deal of creativity, organisation and professionalism. Plus he made the process enjoyable and fun for all.” – Pol Fabrega, Co-Founder and COO Rooftop Republic

BCIS

Case Study

The Background
BCIS is a large innovative international school in Beijing that uses cross- curricular projects to deliver learning within an IB Framework.
The Need
Develop Teacher’s Capacity to Deliver Project- Based Experiences and align with curriculum and new skills based reporting system.
The Delivery
Delivered a two- day workshop for 35 teachers across the school that taught them how to plan, manage, assess and deliver highly effective project- based experiences. Teachers developed and tuned new, cross-curricular projects with their grade level teams.
The Transformation
Coordinator reports increased engagement in students and higher involvement in local community.

“Kyle brings energy to PD and makes it easy to participate in. He provides timely feedback and positive encouragement.”

Workshop Participant

American International School

Case Study

The Background

The American International School, an innovative project-based school in Hong Kong was hoping to expand it ‘project intensives’ week into the day to day curriculum.  

The Need

While teachers had experienced ‘project intensives,’ and witnessed the empowerment of students first hand, they were lacking a framework to help implement project-based experiences in a remote environment and within their curriculum. They were hoping to build out a training that helped empower their leaders to support staff, while also providing teachers with the tools to re-structure units of study to be integrated and project-based. 

The Delivery

TEC worked closely with the leadership team to develop a comprehensive training starting with a kick-off session to spark interest; a deep dive of synchronous/asynchronous sessions with 20 members of staff; and a ‘hackathon’ to equip the remainder of staff with the tools to transition units to dynamic, integrated, community based project experiences.  

The Transformation

Hear about the transformation from from Jose Rivera, the Learning Activator.  

Kyle’s ability to relate project- based learning to the standards based curriculum we offer in support of our students’ passions has really elevated the learning for all students in Futures Academy.” – Tarek Razik, Former Head of School International School of Beijing 

Futures Academy

Case Study

The Background
The International School of Beijing is a leading International School in Asia serving families from grades k-12.
The Need
Create more relevant and real- world learning experiences that help increase citizenship and develop students’ passions and 21st century skills.
The Delivery
Developed a micro- program called Futures Academy with an integrated team of practitioners. Adapted curriculum and reporting system around integrated project- based experiences.
The Transformation
Program expansion from 24 to 72 within first year. Improved assessment results in the area of mathematics, heightened student engagement, and increased abilities in communication, collaboration, creativity and problem- solving.

“The project-based learning workshop was very intuitive.”

“Kyle made our PD feel individualized – the personal anecdotes and the friendliness – made learning this new info feel both accessible and approachable.”

“Kyle was an amazing facilitator and trainer. I liked how he kept us on track and helped us when we got stuck. He modeled how we could give support or scaffolding to our students. What an amazing six weeks of training.”

“My teachers gained tremendous insight through Kyle’s training course and coaching by pushing past our comfort zones and providing students with a deeper level of engagement, rigor, active learning, and critical thinking.”

Gompers Preparatory Academy

Case Study

The Background
Gompers is a successful college preparatory charter school that prepares students for academic success in college.
The Need
Better connect students to the community through collaborative teaching and learning.
The Delivery
Trained a cross-disciplinary 10th grade team over the course of 6 months to lead inquiry-based learning experience for students. Coached each team member in the implementation of the experience based on their performance goals.
The Transformation
Wide community impact as inquiry- based experiences were scaled across other grade levels. Instructional coaches on campus trained to build and support teachers.
“Kyle made our PD feel individualized – the personal anecdotes and the friendliness – made learning this new info feel both accessible and approachable.”

“Kyle was an amazing facilitator and trainer. I liked how he kept us on track and helped us when we got stuck. He modeled how we could give support or scaffolding to our students. What an amazing six weeks of training.”

“My teachers gained tremendous insight through Kyle’s training course and coaching by pushing past our comfort zones and providing students with a deeper level of engagement, rigor, active learning, and critical thinking.”

“Kyle’s online training helped us consolidate and deepen our understanding of project- based learning.”
Anne Dwyer

Senior Executive Coordinator

It has been a pleasure working with Kyle. Kyle helped me confront my areas for improvement, see the importance of a SIMPLE and all encompassing driving question for each project, and have helped encourage the team and reassure them that they do some outstanding stuff

Amar Sharma

Team Leader and Teacher of Science Year 7

YCIS

Case Study

The Background
YCIS is a large network of international bi-lingual schools spread across Asia.
The Need
Develop Teacher’s Capacity to Deliver Project-Based Experiences and ensure consistency in planning and delivery from K-12. Integrate within existing curricular structures.
The Delivery

Developed a combination of workshops, online training and coaching for over 100 teachers organization wide. Implementation groups across campuses combined in a collaborative learning community to develop their capacities and lead teacher teams in project- based experiences.

The Transformation
Teachers report observing more inquiry from students and ability for students to think across subjects. Team leaders have been empowered to lead teams through planning process and protocols across the organization.
“Kyle’s online training helped us consolidate and deepen our understanding of project- based learning.”
Anne Dwyer

Senior Executive Coordinator

“It is really difficult to manage students in online workshops, but Kyle was the best! He is very professional and an exellent teacher.”

Workshop Participant

VTC

Case Study

The Background

The Vocational Training Council was mandated to transition at least 40% of its curriculum to being project- based. 

The Need

Lacking a comprehensive background in project- based learning, VTC leadership reached out to TEC to create trainings for program managers across its campuses.

The Delivery

TEC developed individualized trainings that were part online and part in person for VTC programs leaders across over 20 campuses. TEC also worked with VTC to create a comprehensive handbook, FAQ document and website for PBL delivery in the organization. 

The Transformation

Vocational Training Curriculum and modules have been merged and integrated across departments including engineering, hospitality, business and design to create more real world opportunities for students with industry partners in Hong Kong. 

The time spent in this training has been great. It was beneficial to talk things through with our team and have collaboration time both with our team and with the whole group. Kyle was great at guiding our thoughts and helping us plan the steps for our projects. I was very overwhelmed at the beginning of this and feeling skeptical. With the process of this professional development it allowed me to dive deeper into the concept and break down all the parts. I know feel I am on good footing to follow through with the project with my students!”

 Tammy Bentley, 3rd Grade Teacher

Tacoma School District

Case Study

The Background

Tacoma School District wanted to help teachers better engage + empower their distance learners through more holistic, culturally relevant learning experiences.

The Need

Teachers lacked training in developing holistic learning experiences, especially in a blended/ hybrid environment created by CoVid-19.  They also wanted to expand the pedagogy started at two of their project-based learning schools to all schools in the district. 

The Delivery

TEC developed a distinct online training that begin with webinar sessions to ignite and interest teachers, and then a series of DEEP DIVES for students to co-develop culturally relevant, holistic project based experiences in small teams. Instructional coaches and mentors worked with Kyle to support teachers and develop training materials and capacity for the rest of the staff. 

The Transformation

Teachers report a greater feeling of efficacy as well as confidence to lead independent, self-directed learning with their students. The district has formulated key community partnerships, and in cooperation with key stakeholders, is using the training to scale best instructional practices across the district. 

“Through this project week training and implementation, I better got to know my colleagues and improve interpersonal relationships, collaborate, and work together as a team.

 Year 7 Language Teacher

“PBL has allowed us in depth study of topics, rather than simply skimming the surface.”

 Year 9 Science Teacher

“I learned through this training that the right topic and project can inspire even the most passive students.

 Year 8 Humanities Teacher

Cambridge International School

Case Study

The Background

Cambridge International School is a friendly, caring, international school with a strong focus on ‘aspiration’ and ‘inspiration,’ seeking to actively engage students with their surrounding world. 

The Need

While CIS maintained a strong, family atmosphere, teachers rarely taught and planned together. Subjects were taught in isolation, with students attending several classes each day. And while there was a strong focus on academic curriculum, they had fewer opportunities to engage with the community, go deeper into learning, and become active citizens.

The Delivery

Working closely with the leadership team, inclusive of multiple stakeholders across the school, Kyle and TEC developed a cross-disciplinary ‘project week’ to help introduce the tenets of project based learning to students and staff. Each grade level planned an engaging project, from planetary colonization, to improving sustainability on campus. Building off this success, Kyle worked with the team to integrate PBL more fluidly into the timetable and curriculum. Forming ‘PBL Leads’ and ‘Subject Coordinators,’ Kyle has helped these teacher teams develop a scope and sequence for projects; graduate profile; and shift from subject based focus, to topical/ thematic studies. 

The Transformation

Teachers have commented on the greater feelings of congeniality with staff, and positive engagement they see in students. Students now exhibit work regularly, and build community connections for their cross-disciplinary projects. Teachers now team together and integrate content fluidly within each experience. 

Your Transformation Here

We work with individual schools, global collaborative workshops, coaching and at educational conferences.

# of Schools we have worked with

# of Training Programs

# of Projects we have co-developed

# of Educators we have trained

Get in Touch: 14/F China Hong Kong Tower. 8 Hennessy Road. Wan Chai, Hong Kong Phone: +852-5241-0423

E-mail: kylewagner@transformschool.com